Formal training of the principals and other observers conducting teacher evaluations is a complex, necessary, and often overlooked component of the systems, concludes a new paper.
Teachers aren't getting enough formal preparation on how to make use of the reams of assessment data states are generating, contends the National Council on Teacher Quality in a brief released today. For the brief, NCTQ reviewed coursework from a representative sample of 48 teacher-preparation programs at 29 colleges. (The council plans an expanded report based on 200 programs in a few months.) It looked to see whether the programs instructed teacher-candidates and provided opportunities to them to practice in each of three main domains: • Assessment literacy, or understanding the types and purposes of various assessments. Less than half the...
The Chicago Teacher Advancement Program increased mentoring and improved teacher-retention rates in some participating schools compared to a similar, nonparticipating set—but didn't appear to raise student achievement, according to a study released today.
The U.S. Department of Education is gearing up for its second labor-management collaboration conference in May.
A variety of Florida alternative certification programs attracted a more qualified-on-paper group of teacher candidates compared to traditionally certified teachers, but varied in how effective graduates were in the classroom, a new study shows.
Federal negotiators have pushed back on the U.S. Department of Education's attempts to tie together the Title II accountability system for teacher preparation with eligibility for the TEACH grant program. (The two policies are housed in different federal statutes.) TEACH is a grant program that subsidizes tuition for candidates who agree to teach in high-needs fields in low-income schools for four years. States must identify "high quality" programs for the purpose of TEACH, and the Education Department has also proposed making that label the top tier of a four-tiered system states would be required to use to classify their ...
Negotiators trying to hash out new federal regulations for teacher-preparation programs seem to have hit the first major stumbling block on the road.
Draft federal regulations under discussion this week would require states to classify teacher preparation programs into four categories, from low- to high-performing.
New York state will release to news outlets tomorrow "value added" reports that purport to estimate a teacher's impact on his or her students' standardized test scores—an action certain to thrust discussion of these measures into the public eye once again, and one that also raises big questions about journalism ethics.
Even as there are more and more novice teachers in the ranks of the profession, states' teacher induction policies are generally piecemeal, contends a new report by the New Teacher Center.